STRATEGIES FOR SUCCESS ON MULTIPLE CHOICE QUESTIONS  General Suggestions  Cartoon Analysis Questions  Graphic Questions  Map Questions  Speaker and Quotation Questions  SS 20-1

 GENERAL QUESTION STRATEGIES  there are several approaches that can improve multiple choice test writing skills. You should practice these suggestions and attempt as many as possible prior to writing final examinations.  Answer all questions; the correct answer is there!!  There is a single best answer that can be determined by using cues and clues.

GENERAL QUESTION STRATEGIES CON’T :  Read every word in each question, noting if the question involves a political, economic, or social dimension.  Underline and make notes in the margins while reading.  Cross out answers that are wrong, misleading, or off topic.  Cover up the provided answers, supplying your own answer, and finding the choice that most closely matches your own.  Read all answers to the questions before reading the question.

GENERAL QUESTION STRATEGIES CON’T  If the question refers to a specific source, speaker, or term provided on the test, read all available information to make certain the context is clearly understood.  When reviewing answers, do not change answers unless an obvious error is noticed.

1.Which of the following types of nationalism is most useful for promoting national unity in a bilingual, multi-racial, and multicultural country such as Canada?.” A. Civic nationalism B. Tribal nationalism C. Ethnic nationalism D. Cultural nationalism Too specific and exclusive in meaning Correct answer: a generalized nationalism that is inclusive for a diverse country like Canada!

Group I Cree people in Canada Group II Quebecois in Canada Group III Inuit people in Canada Group IV Metis people in Canada 2. Which of the following statements is true for all of the given groups? A. Each group considers themselves a nation-state within Canada. B. Each group considers themselves a nation within Canada. C. Each group is opposed to self-determination. D. Each group desires separation from Canada. Another case where a generalized response works with groups that are diverse from one another – all have different wants

 CARTOON ANALYSIS QUESTIONS  Editorial or political cartoons are often used as sources for analyzing concepts such as leadership and ideology.  historical events and leaders are frequently portrayed in editorial cartoons

 CARTOON ANALYSIS QUESTIONS  Each cartoon conveys a point of view or an opinion. The following questions can assist you in your analysis of editorial or political cartoons:  What is the context or time period?  When did the event, issue, or problem occur?  What is the problem, issue, or event being dealt with in the cartoon?  Are there any real people in the cartoon? If so, who are they?  What is the cartoonist's view of these people?

 CARTOON ANALYSIS QUESTIONS  Are there any groups of representative figures in the cartoon? What is the cartoonist's view of these people?  Are there any details in the cartoons, such as names, dates, or symbols?  What bias(es) is presented in the cartoon? What is the cartoonist in favour of or opposed to? How is this shown?  What is the caption or title of the cartoon? What word(s) or phrase(s) is most meaningful?. What message is the cartoonist trying to communicate about the event, issue, or problem?

Use the following cartoon about former French President Jacques Chirac to answer the next 2 questions:

3. The cartoon best exemplifies nationalism’s tendency to encourage: A.Fraternity within a political dimension. B.Conformity within a social dimension. C.Individuality within a political dimension. D.Multiculturalism within a social dimension.

4. Which current within modern French nationalism most likely pushed for the changes in attire shown in the cartoon? A. secularism B. democracy C. meritocracy D. republicanism

 GRAPHICS  Charts, diagrams, tables, and other graphic sources require you to analyze and interpret information.  Careful reading of the key words and data can establish the context of the sources.  Noting details by highlighting, underlining, and circling key numbers, changes, and details can help to identify the major ideas, events, concepts, or trends illustrated.  Using key words from the questions and choices allows you to select the most appropriate information.

CountryArea in km2 Population (millions) Life Expect (years) Per Capita Income ($) Main Exports W coal, wheat, wool X automobiles, machinery, electronic goods Y sheep, wool, butter Z coffee, fodder, iron ore Use the following data to answer the next question : 5. In reference to the chart, the pair of nations that are most likely part of the developing world are: A.W,Z B.X,Y C.Y,Z D.Z,X

6. From the perspective of economic development, the country that does not quite fit with the other three on the chart is A.W B. X C. Y D. Z

-MAP QUESTIONS Examination questions that use map sources require attention to specific details as well as spatial thinking. Use the following questions to guide your analysis of maps. What year or period of history does the map represent? Is there a title? If so, treat the title as a guideline for the major idea(s)to be addressed. If not, what title would be more appropriate and why? Note that the nations, actions, locations, and events contained in the map provide clues as to the time period as well as the questions asked.

 MAP QUESTIONS  Are the dates appropriate for the map and event(s) in the source?  Does the title agree with the information provided?  What concept or idea is most closely associated with this map?

21 st Century Northern Nation-States 7. The darkened and/or shaded countries on the above map are most likely associated with: A.The Commonwealth B.The North Atlantic Treaty Organization C.The Organization Internationale de la Francaphonie D.The Arctic Council

7.An appropriate title for the map most likely could be: A.“Cold War Tensions Decline on the Continents” B.“Nationalist Uprising Create North American Upheaval” C. “Regional Interests Co-exist Alongside Political Differences” D.“The North Reshaped by Decisions Made at in Washington”

 SPEAKER AND QUOTATION SOURCE QUESTIONS  The use of speaker questions as well as those including quotations present challenges for test writers.  It is imperative to identify the point of view as well as the key ideas presented in each text source. These suggestions can aid you in answering such questions.  Underline or highlight key words and terms in each quotation or text source to identify the point of view most clearly associated with those terms.

 QUOTATION SOURCE QUESTIONS  Identify the perspective of the speaker questions which range on a spectrum of views such as pro- nationalist, anti-nationalist, collectivist, and individualist.  A collectivist perspective could favour state or extreme nationalism where the nation is more important than the individual  An individualist perspective could favour a type of nationalism that promotes individual rights and freedoms such as liberal nationalism.  Note the perspective by identifying key words, phrases, and terms allows the source to become an aid in answering the questions rather than an obstacle.

Use the quotations below to answer questions 8 to 9. Speaker I I have lived in Canada all my life and I still have trouble deciding how loyal I am to the country. Sometimes, the policies adopted by the Canadian government are in such opposition to my personal political beliefs that I feel like I am hardly part of the country I live in. Speaker II I am a Canadian but I am also a citizen of Israel. Being Jewish is such an important part of who I am, and sometimes I don't feel like I connect with other Canadians. I feel like I have more of a connection to people living halfway around the world. I love Canada, but my faith is really the most important thing in my life. Speaker III I am a Quebecois before I am a Canadian. Living in Quebec and living the lifestyle of a French-Canadian is very important to me. Even though I am proud to be a Canadian, I feel more connected to Quebec than to Canada as a whole. Speaker IV My people have lived in Canada before it was even known as such. Our history is such a major part of the development of Canada and yet it seems like other people don't care to know it. I am proud to be a First Nations person, but sometimes 1 feel like that doesn't necessarily mean l am Canadian.

8. Which of the given speakers describes religion as a contending loyalty to his or her feelings of nationalism? A.Speaker I B.Speaker II C.Speaker III D.Speaker IV

9. Consideration of which of the following areas causes Speaker III to feel divided about his or her loyalty to Canada? A.Race B.Class C.Region D. Religion

Use the quotations below to answer question 10.

10.According to Speaker I, nationalism is assumed to be both: A. civic and ethnic. B. natural and ancient. C. artificial and modern. D. instinctive and imperialistic.

Use the quotations below to answer question 10.

10.According to Speaker I, nationalism is assumed to be both: A. civic and ethnic. B. natural and ancient. C. artificial and modern. D. instinctive and imperialistic.